Bouncing off the runway – recovery continues (for most) but stark inequalities remain

By Jake Anders, Lindsey Macmillan, Gill Wyness

 

Today’s level 3 results show a continuing post-pandemic ‘bounce back’, with A level grades largely improved since 2019 (i.e., before the pandemic) and since 2023 (which was the first year of ‘normal’ grading standards since the pandemic). The group of young people receiving their level 3 qualifications today were about half-way through year 9 when schools closed in March 2020 due to the Covid-19 pandemic, and were in the first year of their GCSE studies (year 10) in January 2021 during the second round of all-school closures. While they took their GCSEs under normal exam conditions, their results were adjusted according to the ‘glide path’ in 2022, with results adjusted to reflect the generous teacher assessed grades of 2021 and centre assessed grades of 2020.

A level performance by school type and region

First, looking by centre type, focusing on academies, independent schools, grammar schools and FE colleges (which the majority of pupils attend when sitting their level 3 qualifications), Figure 1 shows that, with the exception of further education (FE) colleges, the proportion of pupils achieving an A or higher at A level has increased across the board since last year, and since 2019. However, independent school pupils continue to be far more likely to achieve an A grade or higher than their state school pupil counterparts, and the gap between independent schools and academies has widened by 0.9 points between 2023 and 2024. Now, almost 50% of independent school pupils achieve at least an A at A-level, versus just 26.5% of those in academies – there is much work to do.

Also of concern are the results for those in FE – comprising typically more disadvantaged pupils. Despite their results improving somewhat since last year, they remain below pre-pandemic levels, with only 14.8% of A level entrants achieving at least an A this year. This is consistent with the evidence that those from disadvantaged backgrounds faced more disruption to their education during the pandemic.

Figure 1: A level results by school type

In previous years we’ve seen large disparities in A level grades across the country. Figure 2 shows results by region over time, again depicting substantial bounce-backs since last year, although clearly some regions have recovered faster than others. Pupils in London and the South East continue to be the highest achievers, with around 31% of pupils achieving top A level grades, but London in particular appears to be pulling away, with the biggest improvement among the regions since 2019. Meanwhile pupils in the East Midlands, the South West, and the East of England have seen their results largely flatline. Last year’s lowest performing region along this metric, the North East, has seen a large kick up in proportions achieving an A or above this year, which moves the region above the East Midlands.

Figure 2: A level results by region

T level expansion

Beyond A levels, it is somewhat more difficult to compare the results of other types of Level 3 qualifications over time. Figure 3 depicts the story for T levels, the relatively new technical-level qualification, which are broadly equivalent to 3 A levels, but provide a more “vocational” route for students. Having been developed in conjunction with employers. T-levels were launched in 2020, and 2023 was the first year where these qualifications were based fully on formal assessments. However, as they are relatively new qualifications, there are changes in the composition of students taking T Levels, and the types of T levels students are taking, meaning comparisons over time must be treated with caution.

As Figure 3 shows, the proportion of students achieving a ‘merit’ or above in their T-level has fallen by 10 percentage points since last year, with 62% of T-level students now achieving this grade. There are also marked inequalities by gender, with females being far more likely to achieve a merit than males.

Figure 3: T level results by gender

 

Note that this may reflect the different subjects taken by males and females. As Figure 4 shows, T levels are extremely gendered, with many of the subjects on offer being studied either mostly by males (e.g., Building Services Engineering, Onsite Construction and Digital Production, Design and Development – where over 90% of students are male), or mostly by females (e.g., Health and Education and Early Years – where over 90% of students are female).  Indeed, Figure 4 highlights that there are currently many more options available currently for male-dominated subjects compared to A levels (Figure 5) which offer a more balanced mix of male- and female-dominated subjects.

 

Figure 4: % of males and females doing T levels, by subject

 

Figure 5: % males and females doing A levels, by subject

 

In all then, today’s results will be good news for many pupils, as results seem to have recovered since the pandemic related disruption. But they continue to paint a stark picture of educational inequality by school type, region, and gender. There is still a great deal of work to be done to reduce these inequalities in attainment and in qualifications offered.